Teachers’ Perceptions on Sufi Practices-A Study of the University of Sufism and Modern Sciences Bhitshah, Sindh, Pakistan

Abstract

In this study, the views of the teaching faculty at the University of Sufism & Modern Sciences, Bhitshah, about the practices of Sufism have been investigated thoroughly. This study aims to unravel the pedagogical, philosophical, and spiritual paradigms of Sufi practices for developing a friendly, competitive, and progressive learning environment. It was a quantitative study. Thirty-three faculty members selected through the purposive sampling technique participated in the study. These were involved in lengthy, validated questions to provide insight into Sufi practices and their incorporation into teaching. Selection was based on age, experience, gender, and designation. There were four key variables: Sufi Practices (SP), Teaching Perception (TP), Integration (IN), and Social Impact (SI). Data was analyzed through SPSS 22 with descriptive and inferential statistics. The findings of the study revealed a positive, strong correlation among SP, TP, and IN, describing those Sufi practices engagement significantly enhanced teaching satisfaction with a sense of academic integration. On the other hand, the social impact had a moderate correlation with other variables. A remedy is suggested towards introducing these practices as part of the academic learning framework. The study reveals that the teachers widely comprehend Sufi philosophy and keep it in mind for spiritual development, emotional intelligence, and an open learning environment. However, most of the faculty members struggle to put these practices into daily teaching due to a lack of adequate training, facilities, and institutional backing for curriculum incorporation. The implications of this study are vast and have possibilities for broad utilization in teacher preparation, policy formation, and curriculum construction. Since the pre-primary level, the integration of Sufi values in education might empower the establishment of a more ethical, spiritually balanced, and morally balanced learning community.